COVID-19, school closures, and student learning outcomes. New global evidence from PISA

npj Science of Learning, Journal Year: 2025, Volume and Issue: 10(1)

Published: Jan. 22, 2025

The COVID-19 pandemic resulted in significant disruption schooling worldwide. Global test score data is used to estimate learning losses by modeling the effect of school closures on achievement predicting deviation most recent results from a linear trend using all rounds PISA. Mathematics scores declined an average 14 percent standard deviation, roughly equal seven months learning. Losses are greater for students schools that faced relatively longer closures, boys, immigrants, and disadvantaged students. Educational may translate into national income over time.

Language: Английский

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A meta-analysis of students’ academic learning losses over the course of the COVID-19 pandemic

Learning and Instruction, Journal Year: 2025, Volume and Issue: 98, P. 102111 - 102111

Published: April 4, 2025

Language: Английский

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Exploring differential change in student performance during the COVID-19 pandemic across the United States

Large-scale Assessments in Education, Journal Year: 2025, Volume and Issue: 13(1)

Published: April 18, 2025

Abstract Although the COVID-19 pandemic was a major disruptor to K-12 learning and instruction in general, there is particular concern that differential impact by student group instructional mode offered (e.g., in-person versus remote learning). The National Assessment of Educational Progress (NAEP) Long-Term Trend (LTT) assessment administered 2020 2022 age 9 students (primarily grade 4) offers unique opportunity analyze changes performance before during pandemic: timepoint occurred immediately prior schools closing March 2020, majority were also sampled both years constitute national sample, single, summative program used, school administrator survey included key question related modes 2020–2021 year. In mathematics, controlling for (with fixed effects) background variables, we found identifying as Black or Hispanic had mean score losses from 10 4 points, larger than White students, respectively. Similarly, eligible free-or-reduced-priced lunch 3 points mathematics reading, respectively, those not eligible, same other covariates. addition, at least some classes going 2020–21 year, scores dropped about 7 8 more on average, no remote, holding all covariates constant. These findings are critical understanding variability educational progress following can support planning future disasters.

Language: Английский

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The limits of inference: reassessing causality in international assessments

Large-scale Assessments in Education, Journal Year: 2024, Volume and Issue: 12(1)

Published: April 1, 2024

Abstract This paper scrutinizes the increasing trend of using international large-scale assessment (ILSA) data for causal inferences in educational research, arguing that such are often tenuous. We explore complexities causality within ILSAs, highlighting methodological constraints challenge validity claims derived from these datasets. The analysis begins with an overview relation to followed by examination randomized control trials and quasi-experimental designs. juxtapose two studies demonstrating potential against three ILSA data, revealing significant limitations inference. discussion addresses ethical epistemological challenges applying designs emphasizing difficulty achieving robust concludes suggesting a framework critically evaluating advocating cautious approach employing inferences. call reevaluation methodologies conceptual frameworks comparative education, underscoring need multifaceted combines statistical rigor understanding contexts theoretical foundations.

Language: Английский

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Challenges for the Design of International Assessments: Sampling, Measurement, and Causality

On Education Journal for Research and Debate, Journal Year: 2023, Volume and Issue: 6(18)

Published: Dec. 1, 2023

This paper examines critical design factors that influence data quality in educational research, using international large-scale assessments as an example. We will focus on statistical challenges related to sampling, measurement, and causality. While employ rigorous random sampling techniques, deviations such exclusions non-participation can introduce bias affect representativeness. In terms of although these excel core domains, there is a growing call for broader assessment areas, environmental literacy civic education. Additionally, concerns are emerging about the context surveys. Causality remains central concern, despite posed by cross-sectional design, combining applying sophisticated analytical methods help address causal questions. Recognising interconnectedness causality essential conducting robust research informing evidence-based policies practices.

Language: Английский

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Policy responses to extreme heat and its impact on education: The Philippine experience

Policy Futures in Education, Journal Year: 2024, Volume and Issue: unknown

Published: Sept. 30, 2024

This paper investigates the experiences and impacts of extreme heat on Philippine education system during “summer” seasons 2023 2024, drawing publicly available data news reports. It critically examines government responses to unprecedented challenges posed by emerging conditions as part new climate normal. Various policy measures were implemented agencies mitigate adverse effects students teachers, including face-to-face class suspensions, shifts alternative instructional methods, adjusted schedules, discussions returning traditional school calendar. However, significant gaps persist in these responses, underscoring need for time-consistent policies focused creating conducive learning environments. The establishment response plans educational institutions development improved location-specific indices are essential adapt this reality minimize disruption activities.

Language: Английский

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Spain: The Response of the Education System to the COVID-19 Pandemic: How LNOB (Leaving No-One Behind) Got Lost in Translation

Evaluating education: Normative systems and institutional practices, Journal Year: 2024, Volume and Issue: unknown, P. 171 - 188

Published: Oct. 14, 2024

Abstract Historically the evidence from international surveys shows that Spanish students have levels of performance below OECD average, particularly in maths, which followed a flat line for over decade (from 2000 onwards) showing complete lack progress until some improvements took place around 2015. When compared to other countries, Spain has very few excellent students. This flatness been wrongly interpreted as signal education system sacrificed quality sake equity. Nothing could be further truth. The most distinctive feature is high rate early school leaving, represents worst kind inequity. During and after Covid-19 student declined despite short closures. policy response pandemic was lower standards, leading negative consequences. state alarm, central government decreed grade repetition forbidden, all should promote next teachers give their higher grades. These apparently temporary measures became new normal latest reform approved. result inflation on major scale. Thus, last years teachers’ grades become higher, while clearly show declines performance. Such complacency at national level will prevent any improvements. changes had greater impact among secondary since it this stage used common who failed several subjects not or obtain degrees. model created mirage disentangled true idea would help suffered greatest learning losses just plain wrong, those correctly identified receive support they need. In addition, illusion by achieved, generate false impression are improving, therefore policies having positive impact, when ILSAs tell us opposite.Finally, there two rich regions cycles experienced steepest declines. Catalonia Basque Country strong pro-independence movements great lever strengthen identities. As part these nationalistic politics, schools teach co-official languages exclusively, treating foreign language. such cases proportion take test (PISA, PIRLS TIMSS) language different spoken home half population, them speak home. Clearly harm ability learn.

Language: Английский

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PIRLS 2021 and PISA 2022 Statistics Show How Serious the Pandemic Losses Are

Evaluating education: Normative systems and institutional practices, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 15

Published: Oct. 14, 2024

Abstract PIRLS 2021 and PISA 2022 are the first international large-scale surveys that assessed students worldwide after COVID-19 pandemic school closures. As expected, they reveal devastating learning losses for of most countries regions although in a few them average results were able to progress despite pandemic. For many regions, recent student add previous losses. This chapter discusses these setbacks highlights main conclusions from different countries’ experiences. Unsurprisingly, key factors curriculum, which needs be streamlined made more rigorous better structured; assessment, regular, frequent, combine national standardized testing with formative tools; targeted support struggling students.

Language: Английский

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France: How COVID-19 Pandemic Affected Learning and Equity of the Education System

Evaluating education: Normative systems and institutional practices, Journal Year: 2024, Volume and Issue: unknown, P. 79 - 92

Published: Oct. 14, 2024

Abstract This chapter examines French educational outcomes before and after the onset of COVID-19 pandemic. Pre-COVID trends reveal a slow continuous decline in academic performance over time, steadily strong social inequality. Post-COVID evolution is mixed: PISA 2022 shows sharp for 15-year-old students, stronger than average OECD country; but PIRLS 2021 remarkable stability reading skills 4th Grade which looks like an exception context global performance; finally, inequality did not deteriorate France, also contrasts with typical country. These mixed results may be related to fact that school closed much less most countries during pandemic, class-size reduction reform implemented 2017 1 2 disadvantaged schools. policies have counteracted pandemic losses young although adolescents.

Language: Английский

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Chile: From Closure to Recovery: Tracing the Educational Impact of COVID-19

Evaluating education: Normative systems and institutional practices, Journal Year: 2024, Volume and Issue: unknown, P. 17 - 36

Published: Oct. 14, 2024

Abstract This chapter analyzes the effects of school closures in Chile, nation with longest period among OECD countries. Using data from PISA (national level) and SIMCE (student 2022, we examine association between students’ GPA, attendance rates, math reading scores. Our findings show that, on average, rates scores experienced a decline, while their annual GPA increased after 2020. The results also that affect students differently depending demographic socioeconomic backgrounds.

Language: Английский

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